[Here] is a diverse list adapted from resources found at fortheteachers.org of potential student products or activities learners can use to demonstrate their mastery of lesson content. The list also offers several digital tools for students to consider using in a technology-enriched learning environment.

A Microlearning Framework — from jvsp.io and Pablo NavarroThis infographic is based on the experience of different clients from different industries in different training programs.

From DSC:I thought this was a solid infographic and should prove to be useful for Instructional Designers, Faculty Members, and/or for Corporate Trainers as well.

I might also consider adding a “Gotcha!” piece first — even before the welcome piece — in order to get the learner’s attention and to immediately answer the WHY question. WHY is this topic important and relevant to me? When topics are relevant to people, they care and engage a whole lot more with the content that’s about to be presented to them. Ideally, such a piece would stir some curiosity as well.

2018 marks the beginning of the end of smartphones in the world’s largest economies. What’s coming next are conversational interfaces with zero-UIs. This will radically change the media landscape, and now is the best time to start thinking through future scenarios.

Journalists need to understand what artificial intelligence is, what it is not, and what it means for the future of news. AI research has advanced enough that it is now a core component of our work at FTI. You will see the AI ecosystem represented in many of the trends in this report, and it is vitally important that all decision-makers within news organizations familiarize themselves with the current and emerging AI landscapes. We have included an AI Primer For Journalists in our Trend Report this year to aid in that effort.

Decentralization emerged as a key theme for 2018. Among the companies and organizations FTI covers, we discovered a new emphasis on restricted peer-to-peer networks to detect harassment, share resources and connect with sources. There is also a push by some democratic governments around the world to divide internet access and to restrict certain content, effectively creating dozens of “splinternets.”

Consolidation is also a key theme for 2018. News brands, broadcast spectrum, and artificial intelligence startups will continue to be merged with and acquired by relatively few corporations. Pending legislation and policy in the U.S., E.U. and in parts of Asia could further concentrate the power among a small cadre of information and technology organizations in the year ahead.

To understand the future of news, you must pay attention to the future of many industries and research areas in the coming year. When journalists think about the future, they should broaden the usual scope to consider developments from myriad other fields also participating in the knowledge economy. Technology begets technology. We are witnessing an explosion in slow motion.

Those in the news ecosystem should factor the trends in this report into their strategic thinking for the coming year, and adjust their planning, operations and business models accordingly.

This year’s report has 159 trends.
This is mostly due to the fact that 2016 was the year that many areas of science and technology finally started to converge. As a result we’re seeing a sort of slow-motion explosion––we will undoubtedly look back on the last part of this decade as a pivotal moment in our history on this planet.
…
Our 2017 Trend Report reveals strategic opportunities and challenges for your organization in the coming year. The Future Today Institute’s annual Trend Report prepares leaders and organizations for the year ahead, so that you are better positioned to see emerging technology and adjust your strategy accordingly. Use our report to identify near-future business disruption and competitive threats while simultaneously finding new collaborators and partners. Most importantly, use our report as a jumping off point for deeper strategic planning.

Augmented and virtual reality offer ways to immerse learners in experiences that can aid training in processes and procedures, provide realistic simulations to deepen empathy and build communication skills, or provide in-the-workflow support for skilled technicians performing complex procedures.

Badges and other digital credentials provide new ways to assess and validate employees’ skills and mark their eLearning achievements, even if their learning takes place informally or outside of the corporate framework.

Chatbots are proving an excellent tool for spaced learning, review of course materials, guiding new hires through onboarding, and supporting new managers with coaching and tips.

Content curation enables L&D professionals to provide information and educational materials from trusted sources that can deepen learners’ knowledge and help them build skills.

eBooks, a relative newcomer to the eLearning arena, offer rich features for portable on-demand content that learners can explore, review, and revisit as needed.

Interactive videos provide branching scenarios, quiz learners on newly introduced concepts and terms, offer prompts for small-group discussions, and do much more to engage learners.

Podcasts can turn drive time into productive time, allowing learners to enjoy a story built around eLearning content.

Smartphone apps, available wherever learners take their phones or tablets, can be designed to offer product support, info for sales personnel, up-to-date information for repair technicians, and games and drills for teaching and reviewing content; the possibilities are limited only by designers’ imagination.

Social platforms like Slack, Yammer, or Instagram facilitate collaboration, sharing of ideas, networking, and social learning. Adopting social learning platforms encourages learners to develop their skills and contribute to their communities of practice, whether inside their companies or more broadly.

xAPI turns any experience into a learning experience. Adding xAPI capability to any suitable tool or platform means you can record learner activity and progress in a learning record store (LRS) and track it.

How does all of this relate to eLearning? Again, Webb anticipated the question. Her response gave hope to some—and terrified others. She presented three possible future scenarios:

Everyone in the learning arena learns to recognize weak signals; they work with technologists to refine artificial intelligence to instill values. Future machines learn not only to identify correct and incorrect answers; they also learn right and wrong. Webb said that she gives this optimistic scenario a 25 percent chance of occurring.

Everyone present is inspired by her talk but they, and the rest of the learning world, do nothing. Artificial intelligence continues to develop as it has in the past, learning to identify correct answers but lacking values. Webb’s prediction is that this pragmatic optimistic scenario has a 50 percent chance of occurring.

Learning and artificial intelligence continue to develop on separate tracks. Future artificial intelligence and machine learning projects incorporate real biases that affect what and how people learn and how knowledge is transferred. Webb said that she gives this catastrophic scenario a 25 percent chance of occurring.

In an attempt to end on a strong positive note, Webb said that “the future hasn’t happened yet—we think” and encouraged attendees to take action. “To build the future of learning that you want, listen to weak signals now.”

Smartwatches may be one of the hottest gadgets in the consumer market — making up nearly a third of all wearables sales this year — but the climate in the classroom is noticeably cooler for the wrist-worn devices. In our 2017 Teaching with Technology Survey, smartwatches came in dead last in the list of technologies faculty consider essential or valuable for teaching and learning. Just 9 percent of faculty called the devices “valuable” (an increase from 5 percent in 2016), and not a one deemed them “essential.” What’s more, 9 percent of respondents considered smartwatches “detrimental.”

When we asked faculty what computing devices were most valuable for teaching and learning, laptops came out on top, considered “essential” by 54 percent of respondents (up from 49 percent in 2016). Workstations (defined as higher-end computers with faster processors, more RAM, more storage and dedicated graphics cards) came in second, followed by all-in-one computers, traditional desktops and detachable tablets. (The lineup was similar last year.)

Grush: Then what are some of the implications you could draw from metrics like that one?

Christian: As we consider all the investment in those emerging technologies, the question many are beginning to ask is, “How will these technologies impact jobs and the makeup of our workforce in the future?”

While there are many thoughts and questions regarding the cumulative impact these technologies will have on our future workforce (e.g., “How many jobs will be displaced?”), the consensus seems to be that there will be massive change.

Whether our jobs are completely displaced or if we will be working alongside robots, chatbots, workbots, or some other forms of AI-backed personal assistants, all of us will need to become lifelong learners — to be constantly reinventing ourselves.This assertion is also made in the aforementioned study from McKinsey: “AI promises benefits, but also poses urgent challenges that cut across firms, developers, government, and workers. The workforce needs to be re-skilledto exploit AI rather than compete with it…”

A side note from DSC:I began working on this vision prior to 2010…but I didn’t officially document it until 2012.

Learning from the Living [Class] Room:

A global, powerful, next generation learning platform

What does the vision entail?

A new, global, collaborative learning platform that offers more choice, more control to learners of all ages – 24×7 – and could become the organization that futurist Thomas Frey discusses here with Business Insider:

“I’ve been predicting that by 2030 the largest company on the internet is going to be an education-based company that we haven’t heard of yet,” Frey, the senior futurist at the DaVinci Institute think tank, tells Business Insider.

A learner-centered platform that is enabled by – and reliant upon – human beings but is backed up by a powerful suite of technologies that work together in order to help people reinvent themselves quickly, conveniently, and extremely cost-effectively

A customizable learning environment that will offer up-to-date streams of regularly curated content (i.e., microlearning) as well as engaging learning experiences

Along these lines, a lifelong learner can opt to receive an RSS feed on a particular topic until they master that concept; periodic quizzes (i.e., spaced repetition) determines that mastery. Once mastered, the system will ask the learner whether they still want to receive that particular stream of content or not.

A Netflix-like interface to peruse and select plugins to extend the functionality of the core product

An AI-backed system of analyzing employment trends and opportunities will highlight those courses and streams of content that will help someone obtain the most in-demand skills

A learning platform that provides customized, personalized recommendation lists – based upon the learner’s goals

A platform that delivers customized, personalized learning within a self-directed course (meant for those content creators who want to deliver more sophisticated courses/modules while moving people through the relevant Zones of Proximal Development)

Notifications and/or inspirational quotes will be available upon request to help provide motivation, encouragement, and accountability – helping learners establish habits of continual, lifelong-based learning

(Potentially) An online-based marketplace, matching learners with teachers, professors, and other such Subject Matter Experts (SMEs)

(Potentially) Direct access to popular job search sites

(Potentially) Direct access to resources that describe what other companies do/provide and descriptions of any particular company’s culture (as described by current and former employees and freelancers)

Holographic storytelling— from jwtintelligence.comThe stories of Holocaust survivors are brought to life with the help of interactive 3D technologies.New Dimensions in Testimony is a new way of preserving history for future generations. The project brings to life the stories of Holocaust survivors with 3D video, revealing raw first-hand accounts that are more interactive than learning through a history book. Holocaust survivor Pinchas Gutter, the first subject of the project, was filmed answering over 1000 questions, generating approximately 25 hours of footage. By incorporating natural language processing from the USCInstitute for Creative Technologies (ICT), people are able to ask Gutter’s projected image questions that trigger relevant responses.

Learning from the Living [Class] Room:A vision for a global, powerful, next generation learning platform

By Daniel Christian

NOTE: Having recently lost my Senior Instructional Designer position due to a staff reduction program, I am looking to help build such a platform as this. So if you are working on such a platform or know of someone who is, please let me know: danielchristian55@gmail.com.

I want to help people reinvent themselves quickly, efficiently, and cost-effectively — while providing more choice, more control to lifelong learners. This will become critically important as artificial intelligence, robotics, algorithms, and automation continue to impact the workplace.

Learning from the Living [Class] Room:
A global, powerful, next generation learning platform

What does the vision entail?

A new, global, collaborative learning platform that offers more choice, more control to learners of all ages – 24×7 – and could become the organization that futurist Thomas Frey discusses here with Business Insider:

“I’ve been predicting that by 2030 the largest company on the internet is going to be an education-based company that we haven’t heard of yet,” Frey, the senior futurist at the DaVinci Institute think tank, tells Business Insider.

A learner-centered platform that is enabled by – and reliant upon – human beings but is backed up by a powerful suite of technologies that work together in order to help people reinvent themselves quickly, conveniently, and extremely cost-effectively

An AI-backed system of analyzing employment trends and opportunities will highlight those courses and “streams of content” that will help someone obtain the most in-demand skills

A learning platform that provides customized, personalized recommendation lists – based upon the learner’s goals

A platform that delivers customized, personalized learning within a self-directed course (meant for those content creators who want to deliver more sophisticated courses/modules while moving people through the relevant Zones of Proximal Development)

Notifications and/or inspirational quotes will be available upon request to help provide motivation, encouragement, and accountability – helping learners establish habits of continual, lifelong-based learning

(Potentially) An online-based marketplace, matching learners with teachers, professors, and other such Subject Matter Experts (SMEs)

(Potentially) Direct access to popular job search sites

(Potentially) Direct access to resources that describe what other companies do/provide and descriptions of any particular company’s culture (as described by current and former employees and freelancers)

Further details:
While basic courses will be accessible via mobile devices, the optimal learning experience will leverage two or more displays/devices. So while smaller smartphones, laptops, and/or desktop workstations will be used to communicate synchronously or asynchronously with other learners, the larger displays will deliver an excellent learning environment for times when there is:

A Subject Matter Expert (SME) giving a talk or making a presentation on any given topic

The ability to annotate on top of the application(s) and point to things w/in the app(s)

Media being used to support the presentation such as pictures, graphics, graphs, videos, simulations, animations, audio, links to other resources, GPS coordinates for an app such as Google Earth, other

Text-to-speech capabilities as an assistive technology and also for everyone to be able to be mobile while listening to what’s been typed

Chatbots

For learning how to use the system

For asking questions of – and addressing any issues with – the organization owning the system (credentials, payments, obtaining technical support, etc.)

For asking questions within a course

As many profiles as needed per household

(Optional) Machine-to-machine-based communications to automatically launch the correct profile when the system is initiated (from one’s smartphone, laptop, workstation, and/or tablet to a receiver for the system)

(Optional) Upon system launch, to immediately return to where the learner previously left off

The capability of the webcam to recognize objects and bring up relevant resources for that object

A built in RSS feed aggregator – or a similar technology – to enable learners to tap into the relevant “streams of content” that are constantly flowing by them

Social media dashboards/portals – providing quick access to multiple sources of content and whereby learners can contribute their own “streams of content”

In the future, new forms of Human Computer Interaction (HCI) such as Augmented Reality (AR), Virtual Reality (VR), and Mixed Reality (MR) will be integrated into this new learning environment – providing entirely new means of collaborating with one another.

The New Media Consortium (NMC) has released Digital Literacy: An NMC Horizon Project Strategic Brief in conjunction with the 2016 EDUCAUSE Annual Conference.
…
In analyzing the progress and gaps in this area, the NMC’s report has identified a need for higher education leaders and technology companies to prioritize students as makers, learning through the act of content creation rather than mere consumption. Additionally, the publication recommends that colleges and universities establish productive collaborations with industry, government, and libraries to provide students with access to the latest technologies and tools.
…
Based on the variety and complexity of these results, NMC cannot identify just one model of digital literacy. Instead three different digital literacies are now evident, each with distinct standards, potential curriculum, and implications for creative educators.

The aim of this publication is to establish a shared vision of digital literacy for higher education leaders by illuminating key definitions and models along with best practices and recommendations for implementing successful digital literacy initiatives.

To be digitally literate, you need to be:
fluent at critical thinking, collaborating,
being creative, and problem-solving in
digital environments.

Computer science and digital media classes can instruct on everything from office productivity applications to programming and video editing, for example. Sociology courses can teach interpersonal actions online, such as the ethics and politics of social network interaction, while psychology and business classes can focus on computer-mediated human interaction. Government and political science classes are clearly well equipped to explore the intersection of digital technology and citizenship mentioned above. Communication, writing, and literature classes have the capacity to instruct students on producing digital content in the form of stories, arguments, personal expression, posters, and more.

From DSC: If faculty members aren’t asking students to create multimedia in their assignments and/or take part in online/digitally-based means of communications and learning, the vast majority of the students won’t (and don’t) care about digital literacy…it’s simply not relevant to them: “Whatever gets me the grade, that’s what I’ll do. But no more.”

This type of situation/perspective is quite costly. Because once students graduate from college, had they built up some solid digital literacy — especially the “creative literacy” mentioned above — they would be in much better shape to get solid jobs, and prosper at those jobs. They would be much better able to craft powerful communications — and reach a global audience in doing so. They would have honed their creativity, something increasingly important as the onward march of AI, robotics, algorithms, automation, and such continues to eat away at many types of jobs (that don’t really need creative people working in them).

This is an important topic, especially as digitally-based means of communication continue to grow in their usage and impact.

Part of digital literacy is not just understanding how a tool works but also why it is useful in the real world and when to use it.